This study examined the connection between perceptions of teacher self-efficacy, professional development, and leadership practices and attitudes as it relates to successful implementation of technology for student learning in K-12 schools. As external pressures exhort schools to transform the learning environment and to include more meaningful applications of technology in the learning experiences for all students, issues which create barriers to a successful implementation of new practices must be examined.
This study examined the responses of teachers, school and district administrators, and technology support personnel in a stratified random sample from 37 school districts in the state of Oregon to analyze the combined effects of teacher self-efficacy perceptions, leadership practices, and professional development as they relate to the implementation of classroom educational technology.
The study revealed perceptual differences between staff roles of what teachers know about technology and how they use technology. School contexts, such as percentages of disadvantaged or non-White students, and teacher factors, such as age and gender, affected participant perception of technology implementations and of professional development opportunities.
The researcher proposes a new framework for understanding school contexts and for planning successful technology implementations based upon a review of literature and original research.
|Commitee:||Everett, Margaret, Mukhopadhyay, Swapna, Thieman, Gayle|
|School:||Portland State University|
|School Location:||United States -- Oregon|
|Source:||DAI-A 77/05(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, School administration, Educational technology|
|Keywords:||Activity theory, Leadership, Professional development, Self-efficacy, Support, Technology|
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